Exploring Student and Faculty Beliefs about Inclusive Teaching in Engineering

Abstract Inclusive teaching is becoming a focal point in engineering education, with numerous calls for practices, measures, etc. to improve teaching and learning for all students. Cultivating inclusive practices within engineering classrooms can encourage persistence and retention in engineering and equip students with the skills necessary for success beyond academia. While inclusive teaching is widely recognized as a crucial component of education, there has been limited research within engineering education. The purpose of this paper is to present preliminary findings from a subset of student and faculty data and chart directions for future work. This study used insights from students and faculty to explore beliefs regarding inclusive teaching in engineering education settings. We used semi-structured interviews to examine beliefs related to inclusive teaching in engineering contexts. Our approach involved using first- and second-cycle methods to describe beliefs and organize them according to dominant themes. Preliminary findings indicate a diverse range of beliefs concerning inclusive teaching and suggest a shared sentiment among students and faculty participants regarding the importance of fostering student-professor personal connections, using inclusive pedagogical methods, and ensuring that courses address issues of diversity, equity, and inclusion in engineering. Given the importance of inclusive teaching in engineering education and its potential to positively impact the profession, our findings can inform faculty practices in ways that engage students and create a stronger sense of belonging in their classrooms. By developing a better understanding of engineering student and faculty beliefs surrounding inclusive teaching, this research can offer guidance on critical pedagogical skills.